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Immersive experience

Page history last edited by PBworks 13 years, 6 months ago
Experiences are the things we do. They involve active participation (being in) events or activities; they require us to see/sense objects, thoughts, or emotions through the senses or mind; and they result in personal change / learning (e.g. changes in knowledge, wisdom, skill, capability, belief, attitude and more..)
All learning is experiential but some experiential contexts are much richer in the potential to engage learners in finding things out and making sense for themselves.
Immersive experience is a category of experiential learning. 
Immersion is a metaphorical term derived from the physical and emotional experience of being submerged in water.The expression, ‘being immersed in’, is often used to describe a state of being overwhelmed, engulfed, submerged or deeply absorbed or engaged in a situation or problem. Synonyms for immersion include: submergence, absorption, concentration and engrossment.
Being immersed in a rich, challenging experience is particularly favourable for Learning to be or become and the development of insights, dispositions and capabilities for working with complexity.
In education, immersion is used in three main contexts: to describe deeply absorbing experience-based situations; in language education where only the target language for learning is spoken in an instructional situation and in the world of digital game playing where gamers become so engaged in their virtual world that all else is excluded.
In a grounded investigation of immersion in gaming, Brown and Cairns (2004).pdf recognise immersion as ‘an important experience of interaction’ and a term that is used to describe ‘the degree of involvement with a game’. Three levels of involvement were identified – engagement; engrossment and total immersion and gamers progression through the sequence is determined by the complexity, challenge and quality of the experience. To enter the immersion sequence gamers must invest time, effort and attention.
Total immersion involves participants becoming so engrossed that the game is all that matters. Attention is an important part of immersion and the level of immersion felt by gamers seems to correlate to the number of attentional sources needed as well as the amount of each attention type. Intense engagement often leads to heightened sense of awareness and acts of embodiment.
Immersive experiences can stimulate and perhaps necessitate creativity and there seem to be strong links with Czsentmihayli’s (1997  p110) concept of ‘Flow’ at the higher levels of immersion.


Because of these intriguing and educationally important dimensions to the idea of immersive experience in the context of learning in and for a complex world, the concept is worthy of open-ended exploration so we are proposing a conference and an appreciative inquiry during 2008. 



I remember the moment I tried to teach myself to surf in Cornwall running down the beach with a borrowed surfboard and throwing myself into 2 metre storm surf and then feeling I was in a washing machine as I was dumped time and again into the surging foam, feeling totally out of control and overwhelmed, and at times fearful I would never bob to the surface. Fortunately, I survived to tell the tale and, through many more experiences of watching other surfers and trying to emulate them, I eventually learnt to surf.




















Appreciating the Power of Immersive Experience Conference



We welcome your participation and we invite you to


Contribute a story of an immersive experience




CONFERENCE PROGRAMME.pdf and supporting papers





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